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Calero MD, García-Berbén TM. A self-training program in inductive reasoning for low-education elderly: tutor-guided training vs. self-training. Arch Gerontol Geriatr. 1997;24(3):249-59doi: 10.1016/s0167-4943(96)00762-5.
Calero, M. D., & García-Berbén, T. M. (1997). A self-training program in inductive reasoning for low-education elderly: tutor-guided training vs. self-training. Archives of gerontology and geriatrics, 24(3), 249-59. https://doi.org/10.1016/s0167-4943(96)00762-5
Calero, M D, and García-Berbén, T M. "A self-training program in inductive reasoning for low-education elderly: tutor-guided training vs. self-training." Archives of gerontology and geriatrics vol. 24,3 (1997): 249-59. doi: https://doi.org/10.1016/s0167-4943(96)00762-5
Calero MD, García-Berbén TM. A self-training program in inductive reasoning for low-education elderly: tutor-guided training vs. self-training. Arch Gerontol Geriatr. 1997 May-Jun;24(3):249-59. doi: 10.1016/s0167-4943(96)00762-5. PMID: 15374112.
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Arch Gerontol Geriatr. 1997 May-Jun;24(3):249-59. doi: 10.1016/s0167-4943(96)00762-5.

A self-training program in inductive reasoning for low-education elderly: tutor-guided training vs. self-training.

Archives of gerontology and geriatrics

M D Calero, T M García-Berbén

Affiliations

  1. Departamento Personalidad, Evaluación y Tratamiento Psicológico, Facultad de Psicoloía, Universidad de Granada, 18071 Granada, Spain.

PMID: 15374112 DOI: 10.1016/s0167-4943(96)00762-5

Abstract

The main aim of this study was to compare the effectiveness of a self-training program in inductive reasoning run for elderly with low levels of education. Two different training settings were considered, i.e. tutor-guided training and self-training, to ascertain whether results obtained in both settings would be similar. A total of 25 subjects took part in this study (average age = 68.266, range = 60-85 years), all volunteers and residents of the city of Granada. A quasi-experimental design was used with random assignment to either training setting. The design was applied in four stages: pre-test, cognitive training (tutor-guided vs. self-trained inductive reasoning), post-test immediately after training and follow-up at 3 months. Results show considerable gains in inductive reasoning training both in tutor-guided and self-trained groups.

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